BB&W "Science Story"

My experience with BB&W and ideas within "science story":
*I can relate to the lesson by Ms. Travis the most because the BB&W activity done in class was set up most like this. There was some direction, given the sheets of paper and already laid out materials but each step was not fully represented by the teacher while requiring one specific result at the same time as everyone else. Of course we looked at a few different sheets that directed us differently (pink and yellow) but both had us figure out how to put the circuit together which taught us about the construction of it as well as allowed us to demonstrate our understanding of it.
*I and hopefully most nowadays, can say that Ms. Stone was too teacher-oriented therefore resulting in a class that only mirrored her actions rather than engraining a deepened understanding. On the flipside, Ms. Travis showed a great lessson; probing the students with questions that guided discovery and the freedom for students to wrestle with certain findings.
*A strong point that I have learned from previous readings about inquiry is that it is best to let students do the inquiry process first and then conclude with scientific explanations such as vocabulary.
*Something that I liked about Ms. Travis' strategy is one that we were able to carry out in the BB&W activty done in class; relating to prior knowledge. In class, we were to chose an answer to a question regarding BB&W purely based on what we already knew (regardless if we were to be right or wrong) and then try to solve the answer by our inquiry. This is like what Ms. Travis did with her students when she had them list what they could get to create a pound of electricity at the store first before the inquiry process even began.

Think about labs experienced, reading and own personal experience/ideas to create your

Ideal BB&W lesson 
First, the students need to get their minds sparked of the idea of electricity with some probed questions such as, "What things do you experience every day that use electricity? Are there things that make electricity?"
The students will individually create a short list in their science journals and then after a few minutes be asked to share their ideas. I will put the responses up on the board so everyone can see what the class has come up with as well as the similarities between objects that create and use energy.
Depending on the responses, probe the students in questioning things they would find in a grocery store or at home that could make a homemade battery/circuit. Have them write down these ideas and pose a question about what makes electricity occur? Such as how a circuit need to be to create electricity. After that, move to:
Activity
Materials: lemon, copper penny, silver dime, knife, science journal
Procedure:
*Have students in groups of 2 (or 4 if materials hard to obtain)
*Give students preparation directions:
1. Roll the lemon a few times on a counter to get the juices flowing.
2. Clean a penny and dime with soap and water using an old toothbrush.
3. With adult supervision: Use the knife to make two parallel slits very close together in the lemon (a pinky width apart).
4. Insert the clean copper penny in one slit and the clean silver dime in the other slit. Be sure the coins do not touch each other.

ENGAGE: Have students pose a question as to what they are supposed to do with the coins in the lemon? Hint: What can you do to create electricity (since that is our topic)? What will they need to do in order to create a circuit that generates electricity?
**This is more student-centered because the student directly poses a question.
EVIDENCE: With the use of their questions above, they will create an experiment to formulate responses that explain their question(s). All groups could be different, all could be the same.
**This is more student-centered because every group is unique and creating an investigation that relates to their previously made question.
EXPLANATION: Students (groups) will formulate an explanation from what they gathered through their evidence that supports or goes against their original question.
**This is more student-centered because the students have a unique way to use their evidence in order to explain their findings but is not 100% so because they should be prompted with Why did this happen? How can it be done differently?
EVALUATE: Depending on the processes chosen by the class, students will try other techniques that their peers found to be useful and if totally off the mark, I will pose this:
 * Make a prediction as to what may happen as your tongue touches the two coins. Record your predictions in the science journal.
**This is more student-centered because the groups are all individual and will rely on the findings of their peers in order to alter or enhance their original investigations. BUT if the groups are off the mark, then it will be more teacher-centered because the *prediction above, is giving them another possible explanation as to what is to be done with the lemon and coins.

5. Now, have 1 student from each group touch both coins with their tongue at the same time. What happens?
COMMUNICATE: Before recording observations in their science journal, have the student who felt the electricity explain the feeling to their partner. Each group should then discuss with another pair to see if they got the same results. Also, as a teacher pose these questions to get the students talking about how electricity works.
1. What is the power source?
2. What other fruit can be used instead of the lemon?
3. List the circuit parts.
**This can seen as right in between student and teacher centered. The students are openly talking, therefore quite possibly creating own arguments to solutions. However, the teacher must pose some questions that get the students on track to what and why things were happening.

*Adapted from http://scifiles.larc.nasa.gov/text/kids/D_Lab/activities/battery_3rd.html